Intro- Within this section I will discuss how fatherhood is being constructed in black sitcoms?Discuss the changes in the roles of fatherhood from past to present.

you need write draft outline then the essay

1. Post an outline or draft of your Constructs Essay. Use the TEA Method. Copy and paste outline into your post; do not attach a document. Be sure you're providing specific topic sentences and evidence/examples! Don't forget to check the source requirements on the Constructs Essay Assignment Sheet; your outline should meet these requirements.
2. Identify areas where you're still struggling. Ask your peers for feedback on sources, more examples of your constructs, help with analysis, etc. If you need help with an introduction or conclusion, you can ask for help on those items as well.
3. In this week’s responses, give your peers feedback on their outline. Ask questions or make comments/suggestions. Focus on how strong their evidence is to support their thesis statement.

the topic I chose that the paper should be on is how is fatherhood constructed in black sitcoms

• Assignment Sheet

  

  Constructs Essay

  For this assignment, you will use your new understanding of social constructs to investigate a construct in the media. For example, you might ask, "How are black families portrayed in sitcoms?" Black families are a construct; sitcoms are the media you're interested in. To answer your question, you will do primary research by watching sitcoms and taking notes. You will then come up with 3-4 themes you've found, which you must support with more than one example. For example, maybe you find that black families are portrayed as "close-knit, loud, and supportive." You will use your essay to prove this, using several sitcoms as evidence.
  

  Learning Objectives

  • Apply understanding of social constructivism and social constructs to the media
  • Incorporate primary and secondary research to support a claim
  • Apply MLA format for in-text citations and a Works Cited page

  Constructs Project Organization

  1. Introduction
     • Provides a hook to engage the reader's interest and exigence.
     • Leads from the hook to the thesis statement.
     • End with a Thesis Statement: Identifies 3-4 themed characteristics of your construct, as defined by the medium you investigated.
     • Follow the TEA method (Topic Sentence, Evidence, Analysis)
     • Evidence will include primary examples from the media (scenes from a movie, social media posts, etc) as well as secondary research to support your argument (articles, credible blogs, etc)
     • Body paragraphs will follow the order you established in your thesis.
  Body Paragraphs (3-4): Each body paragraph will explore evidence/examples of how your construct is defined in the medium you investigated.
  2. Conclusion:
     • Reiterates the main points of the essay
     • Provides a final thought for the reader (relates back to exigence)

  Formal Requirements

  • 2-3 pages in length
  • A Works Cited page with 5 sources minimum:
    • Primary sources - you should have at least 3 primary sources (examples of your media, for example movies or social media posts)
    • Secondary sources - you should have at least 2 secondary sources (such as credible articles or blog posts from the web)
  • In-text citations for sources used (use handbook or https://owl.english.purdue.edu/owl/resource/747/2/)
• 

  Topic Brainstorming

  Here are some research questions students have used in the past.
  Feel free to use one of these (unless I provide it as a sample), or come up with one on your own:construct - mediaconstruct formation verbs:
  define, construct, represent, present, reflect, build, characterize, etc
  • How is fatherhood constructed in black sitcoms?
  • How do mainstream comedies present "crazy women?"
  • How does the representation of homosexual men differ from that of homosexual women in the modern comedy film?
  • How do today's major news outlets re-define what is considered "news?"
  • How does the Buzzfeed community construct motherhood?
  • How has media blurred the line between athlete and celebrity?
  • How do dystopian films define utopia for young adults?
  • How is rap music re-defining the concept of an "independent woman?"
  • How do Instagram users portray the Muslim community through the hashtag #Muslim?
  • How do sports apparel advertisements help to characterize athletes for audiences?
  • How has the Reddit community constructed the term "Social Justice Warrior?"
  • How do mainstream pornographic website homepages construct women?
  • How did classic Mario & Luigi video games define masculinity?
  • How have social media platforms re-invented black liberation through the hashtag #BlackLivesMatter?
  • How is male whiteness presented in African-American comedy?
  • How do modern Disney movies define family?
• 

  Sample Essays

  
  • Sample 1: Horror Movies & Mental Illness - Horror Movies and the Mentally ill(1).docx
  • Sample 2: Rap Music & African American Fathers - AA Fathers in Rap Music(1).docx
• 

  Additional Resources

  Reading about Constructs Terms: Social Constructivism handout.docx
• 

  Rubric

  

  	Excellent "A"	Good "B"	Acceptable "C"	Needs Work "D"	Does Not Meet Req. "F"
  Introduction 10 points	Introduction grabs reader's attention, establishes exigence ("so what?" and context), and seamlessly leads leads to thesis.	Introduction attempts to grab the reader's attention and establish exigence; leads to thesis.	Introduction may not grab the reader's attention or effectively establish exigence, but it does lead to the thesis statement.	Introduction is awkward and/or incomplete. Does not lead to thesis statement.	Introduction majorly insufficient or nonexistent.
  Thesis20 points	Thesis statement is expertly worded (concise, academic) and establishes control for the essay. Is placed at end of intro.	Thesis statement is well worded and establishes control for the essay. Is placed at end of intro.	Thesis is placed at end of the introduction and establishes control of the essay. Contains minor wording issues.	Thesis statement may need to be rewritten, and/or is incorrectly placed.	No thesis or is majorly insufficient.
  Organization20 points	Student expertly uses topic sentences, that stem from the thesis, to move reader through the essay. Essay follows order established in thesis, and student thoroughly addresses one topic before moving on to another.	Student uses good topic sentences, that stem from the thesis, to move reader through the essay. Essay follows order established in thesis, and student addresses one topic before moving on to another.	Student uses topic sentences to move reader through the essay. Essay follows order established in thesis, and student mostly addresses one topic before moving on to another.	Student does not use topic sentences effectively and/or does not follow a logical arrangement based on the thesis statement.	Organization has major flaws; hard to follow thought processes.
  Examples/Evidence: Primary Sources20 points	Student's examples and evidence of construct are well explained, pertinent, and support topic sentences. Draws from 3 primary sources in each body paragraph.	Student uses good examples and evidence of construct to support topic sentences. Draws from 2+ primary source in each body paragraph.	Student uses examples as evidence, but they could be more thoroughly explained or linked more clearly to the topic sentences. May not draw from 2 primary sources in each body paragraph.	Student's examples and evidence are insufficient to support topic sentences; unclear why student is using specific evidence/example.	Student barely uses evidence or examples to support claims.
  Examples/Evidence: Secondary Sources15 points	Sources significantly enhance author's ethos: sources are credible, are integrated seamlessly into sentences, and greatly support the main points.	Sources enhance author's ethos: sources are credible, are integrated into sentences, and directly support the main points.	Sources enhance author's ethos: sources are fairly credible, are mostly integrated into sentences, and support author's points.	Sources do not support ethos. Sources may not be credible, integrated into sentences, or used to support main ideas.	No secondary sources used.
  Analysis20 points	Student expertly analyzes how examples serve the main points of paragraphs and the essay. Shows higher-level critical thinking.	Student analyzes how examples serve the main points of paragraphs and the essay. Shows above average critical thinking.	Student mostly analyzes how examples serve the main points of paragraphs and the essay. Shows some critical thinking.	Student makes minimal attempts to link examples and evidence to claims through analysis. Much more analysis needed to support argument.	Student barely analyzes.
  Conclusion10 points	Conclusion does much more than summarize; it also adds to the conversation, leaving the reader thinking about the argument long after reading.	Conclusion summarizes and leaves the reader with a concluding thought.	Conclusion is primarily summary; student attempts to expand beyond summary.	Conclusion is merely summary.	No conclusion.
  Grammar/Style20 points	No errors in grammar. Style is academic.	Very few errors in grammar. Style is academic.	Handful of errors in grammar. Style is fairly academic.	Many grammatical errors and/or overly informal style. Student should consider seeking outside help on grammar.	Grammatical errors impede meaning in essay. Student needs to seek outside help in grammar.
  Formatting & MLA format15 points	MLA-formatted header and text. No errors in source citation on Works Cited page and in-text citations.	Contains 1-2 minor formatting and MLA citation errors.	Contains 3-4 minor formatting and MLA citatio